Please do not answer if you are going to make rude remarks or if it is anything that is not related to my question...please keep in mind that i am a 10th grader and i dont have such a great vocabulary...but im not dumb either....
MY QUESTION:
Book: The Colors of Water Grade 10
Part 1) ONOMASTICON
Directions Onomasticon –
a. If you do not know what it means, your first task is to look up this term).
b. Write down, and then define unfamiliar words, phrases, unusual names, places, etc. If you cannot locate a lucid definition, use context clues
c. It is more efficient to create this as you read the book.
d. Use your creativity to set this up (e.g., you may include graphic aids (e.g. pictures, maps, etc) to highlight or clarify a word, phrase, place…
e. Again, you may type out on your computer or handwrite.
Part 2): DISCUSSION QUESTIONS
Directions for Discussion questions (see following questions) -
a. The discussion questions shall be neatly bound and handed in to your teacher during the first full week of school.
b. The discussion questions shall contain your original thoughts and ideas
c. When answering the discussion questions, you must cite specific passages (give chapter and page number).
d. Label and number your answers as they are labelled and numbered below.
The Color of Water - GRADE 10: Discussion Questions
1. Discuss Ruth McBride's refusal to reveal her past and how that influenced her children's sense of themselves and their place in the world. How has your knowledge—or lack thereof—about your family background shaped your own self-image?
2. The McBride children's struggle with their identities led each to his or her own "revolution." Is it also possible that that same struggle led them to define themselves through professional achievement?
3. Several of the McBride children became involved in the civil rights movement. Do you think that this was a result of the times in which they lived, their need to belong to a group that lent them a solid identity, or a combination of these factors?
4. "Our house was a combination three-ring circus and zoo, complete with ongoing action, daring feats, music, and animals." Does Helen leave to escape her chaotic homelife or to escape the mother whose very appearance confuses her about who she is?
5. "It was in her sense of education, more than any other, that Mommy conveyed her Jewishness to us." Do you agree with this statement? Explain.
6. Is it possible that Ruth McBride Jordan's unshakable devotion to her faith, even though she converted to Christianity from Judaism, stems from her Orthodox Jewish upbringing? Explain.
7. "Mommy's contradictions crashed and slammed against one another like bumper cars at Coney Island. White folks, she felt, were implicitly evil toward blacks, yet she forced us to go to white schools to get the best education. Blacks could be trusted more, but anything involving blacks was probably substandard... She was against welfare and never applied for it despite our need, but championed those who availed themselves of it." Do you think these contradictions served to confuse Ruth's children further, or did they somehow contribute to the balanced view of humanity that James McBride possesses?
8. While reading the descriptions of the children's hunger, did you wonder why Ruth did not seek out some kind of assistance?
9. Do you think it was naïve of Ruth McBride Jordan to think that her love for her family and her faith in God would overcome all potential obstacles or did you find her faith in God's love and guidance inspiring?
10. How do you feel about Ruth McBride Jordan's use of a belt to discipline her children?
11. While reading the book, were you curious about how Ruth McBride Jordan's remarkable faith had translated into the adult lives of her children?
12. Do you think that faith is something that can be passed on from one generation to the next or do you think that faith that is instilled too strongly in children eventually causes them to turn away from it?
13. Do you think it would be possible to achieve what Ruth McBride has achieved in today's society?
14. What is the significance of the title of this book?
15. What, if any, lesson/theme from this book do you find significant for us today?
TASK II. KINESTHETIC ACTIVITY
Perfect Student/Perfect Teacher:
1. First, define what a perfect student should be. How does a perfect student behave? What does a perfect student do? What qualities does a perfect student have?
2. Second, define what a perfect teacher should be. How does a perfect teacher behave? What does a perfect teacher do? What qualities does a perfect teacher have?
3. Third, define what a perfect class would be. What would happen in the class of your dreams? What would the class be like if you were in charge?
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